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PS 301 Social Psychology
Snipes, James E.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 301 Social Psychology

Semester

S2HH 2006 PA

Faculty

Snipes, James E.

Title

Adjunct Faculty

Degrees/Certificates

MA, Counseling, Ball State University, Muncie, IN  1983
MS, Clinical Psychology, St. Mary's University, San Antonio, TX  1979
BA, Psychology, University of Nebraska, Omaha, NE  1970

Office Location

WRPT

Office Hours

TBA

Daytime Phone

937-236-6579

E-Mail

James.Snipes@pirate.park.edu

Semester Dates

20 Mar - 21 May 2006

Class Days

---W---

Class Time

5:30 - 10:30 PM

Prerequisites

None

Credit Hours

3


Textbook:
Social Psychology
Edition: 11TH 06 • Baron, Robert A. / Byrne, Donn / Branscombe, Nyla R.

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville Bookstore


Course Description:
Study of the effects of social variables on the individual, including areas of group dynamics, conformity, leadership, obedience, and interpersonal attraction.  3:0:3

Educational Philosophy:
Successful completion of this course demands an understanding of the parameters and goals of social psychology and relationships, ability to compare and contrast theories, and acquire knowledge of social and ethical issues that allow for the sorting out of appropriate behavior discussed in class and those assigned as outside reading by the instructor. Additionally, each student must research and present a talking paper to the class on any topic of interest within the realm of Psychotherapy.

Learning Outcomes:
  Core Learning Outcomes

  1. Define key theories and principles relevant to social psychology.
  2. Critically apply social psychological concepts to enhance one's understanding of their own behavior in a societal context.
  3. Identify and critique research methods in social psychology.
  4. Define and contrast key factors relevant in theories of group dynamics, conformity, leadership, obedience, and interpersonal attraction.


Core Assessment:

Literature Review


The purpose of the literature review is for students to research a topic relevant to social psychology, formulate a research question, and conduct a literature review to address their target question. A literature review is not simply a report or an annotated bibliography; a literature review is a summary of the available information on a specific topic organized by common themes, trends or findings.


Requirements:



  • Utilizes a minimum of 6 empirical, peer-reviewed, research articles as the basis of the literature review.
  • Information must be organized, presented and referenced using APA style.
  • Literature review should be approximately 10-12 pages (plus title and reference pages).
  • Includes an explicit section examining multicultural implications, findings, relevance and/or significance.

Link to Class Rubric

Class Assessment:
Participation 10%, presentation 20%, and examination/s 70%.Each examination will be made up of a combination of multiple choice, short definition, and essay types of questions. *20% of the final grade will be earned by the student's written and verbal demonstration of a concept or issue in Psychotherapy. The written presentation must be at least five (5) pages double-spaced and adhere to the American Psychological Association (APA) style of writing, version 1 or 2 and have at least four (4) sources of research, no more than two (2) from the Internet.


Grading:
Midterm Examination - 100 points
Research Paper -       57 points
Final Examination -   100 points
Class Participation -  28 points

Grades for the course will be as follows:

A - 257 pts to 285 pts
B - 228 pts to 256 pts
C - 199 pts to 227 pts
D - 171 pts to 199 pts
F - 170 pts and below

Late Submission of Course Materials:
All assignments (including homework, quizzes, test, term paper and verbal presentation) submitted late will be subject to a 10% reduction in total points assigned and nonsubmission will result in an F for the assignment.

Classroom Rules of Conduct:
Faculty members are expected to dismiss from their classrooms students whose behavior is detrimental to good order in the classroom. Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under influence of drugs or alcohol, etc. Students whose behavior, either verbal or written, is detrimental to the good order of Park University may be subject to disciplinary action.

Course Topic/Dates/Assignments:
Class Schedule/Session Assignment/s

1 Introduction/ Chapter 1

2 Chapters 2 & 3

3 Chapters 4 & 5

4 Chapters 6 & 7

5 Midterm/Chapter 8

6 Chapters 9 & 10

7 Chapter 11 & 12

8 Chapter 13

9 Review/Final Exam

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Undergraduate Catalog Page 85-87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2005-2006 Undergraduate Catalog Page 89

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:

I've been teaching for Park University for a number of years, and am currently teaching more than one course for Park. I'm a retired Air Force fellow, and have a background in psychology. Along with teaching for Park, I am a psychotherapist at Samaritan Behavioral Health Dayton, Ohio. In this position, I diagnose and treat mental illnesses primarily associated with children and adolescents. I also have a private practice in the Dayton area.  Hence, I have the opportunity to apply the theories and concepts presented in the textbook for this course on a daily basis. Such a position is very rewarding because it enables me to intervene in situations with a client that sometimes places them on the right course. Rendering a "...and they lived happily ever after" scenario.



Rubric

Competency

Exceeds Expectation (3)

Meets Expectation (2)

Does Not Meet Expectation (1)

No Evidence (0)

Critical Thinking

Synthesis
Outcomes
1, 3, 4

Identifies and incorporates 7 or more empirical, peer-reviewed research articles that directly address the target research question.

Identifies and incorporates 6 empirical, peer-reviewed research articles that are appropriate and relevant for addressing the target research question.

Utilizes 5 or less research articles OR fails to utilize empirical, peer-reviewed research articles OR research articles are inappropriate for addressing the target research question.

No references or empirical basis for paper.

Analysis
Outcomes
1, 3, 4

Literature review provides a cohesive, accurate analysis of the target question by organizing current information into logical themes, trends and findings; literature review provides a clear portrait of the current research status on the target topic.

Literature review is organized according to common themes, trends and findings that address the target question.

Literature review is presented as a series of unrelated findings/summaries OR literature review does not address the target question OR information fails to show any cohesiveness to topic.

Fails to provide a review of literature; paper is editorial, opinion, or personal reference.

Evaluation
Outcomes
1, 3, 4

Student accurately interprets and presents empirical findings while going beyond the presented information to highlight original gaps, errors, inadequacies or unanswered issues in the research base.

Student accurately interprets and presents empirical findings that correctly address the research question while summarizing reported gaps or inadequacies in the research base.  

Student inaccurately interprets or presents the empirical findings OR findings do not address the research question OR fails to note any gaps/inadeqacies in the research base.

No relationship between literature review and research question.

Content

Terminology
Outcomes
1, 4

Student accurately and consistenly utilizes appropriate social psychological concepts that demonstrate a clear understanding of terminology.

Student accurately utilizes social psychological concepts to discuss the research literature.

Student utilizes social psychological terminology inaccurately OR fails to consistently use social psychological terminology.

Utilizes no social psychological terminology.

Concepts
Outcomes
1, 3, 4

Student proposes an insightful, original research question that utilizes current social psychological information to extend our understanding of humans as social creatures.

Student provides an appropriate researchable question that can be addressed within the scope of social psychology.

Student provides a philosophical or unanswerable question OR utilizes a research question that cannot be addressed from a social psychological perspective.

Fails to provide a research question.

Application
Outcomes
1, 3, 4

Student shows a sophisticated knowledge of research methodology in their ability to critically evaluate the research question; addresses flaws or concerns with the research literature.

Student correctly applies their knowledge of research methodology to interpret and integrate empirical information in relation to their target question.

Student is inaccurate in their application of research methodology OR fails to apply their knowledge to accurately address the target question.

Student unable to understand or interpret research methodology OR fails to apply research knowledge to the review of literature.

Technical Skills

Whole Artifact
Outcomes
1, 3, 4

Student utilizes APA style throughout paper with fewer than 3 errors.

Student utilizes APA style for title page, citations, references and overall organization of information; student has 4-6 errors in technical use of APA style.

Student utilizes APA style but has 7 or more errors.

Student fails to use APA style.

Component
Outcomes
1, 3, 4

Body of literature review is 13 or more double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional)

Body of literature review is 10-12 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional)

Body of literature review is 7-9 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional) OR missing title/reference page

Body of literature review is less than 6 double-spaced pages, 1-inch margins, 12-point font (title and reference pages are additional)

M/LL Courses
Outcomes
1, 3, 4

Student provides insight beyond what is presented in the literature in examining the multicultural implications, findings and/or significance; highlights awareness of the research question in relation to contemporary issues.

Student accurately addresses the multicultural implications, findings and/or significance of their research question.

Student mentions multicultural implications but fails to elaborate on the implications, findings and/or significance OR student fails to show an accurate understanding of multicultural issues.

No mention of multicultural issues, implications or findings.

Copyright:

This material is copyright and can not be reused without author permission.